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opy 1 






Wisconsin System 
of Dealing With and 
Educating the Deaf 



"Wisconsin has startled America 

with her progress relating 

to the education 

of the deaf" 




PURPOSES, CLAIMS 

AND 

ADVANTAGES 



OF THE 



Wisconsin System of Public 

Day Schools for 

the Deaf 




BY 

ROBERT C. SPENCER 

MILWAUKEE, WIS. 

1905 



Teach the heart to feel, 

the mind to think, 

the body to act, 

the dumb to speak. 




VOLTA BUREAU, WASHINGTON, D. C. 

TO INCREASE AND DIFFUSE KNOWLEDGE RELATING TO THE DEAF 

Founded and endorsed by Dr. Alexander Graham Bell. 
The only institution of the kind in the world. 



*^ 



"Wisconsin has startled America with 
to the education of the deaf, and it now 
all the prominent instructors of the deaf 
what you are doing. Other states are 
your lead. Wisconsin to-day represents 
movement in the education of the deaf 
this country." — Alexander Graham Bell. 



her progress relating 
becomes the duty of 

to come here and see 
beginning to follow 

the most progressive 

that has appeared in 



am 



Y\&UjY*cCu*flto«uL 01^cLuV.u uaJaaa. 
2My'06 



Brief Sketch of the Wisconsin System 
of Public Day Schools for the Deaf 

PAST, PRESENT AND FUTURE 



"The most progressive movement of the century for the better edu- 
cation and treatment of the deaf." — Alexander Graham Bell. 



Design. — The Wisconsin system of public day schools for the deaf, 
was projected and founded by the Wisconsin Phonological Institute, 
a purely philanthropic society, to show the state a more scientific, effi- 
cient, humane and economical way of dealing with and educating the 
deaf. The movement is an evolution of higher civilization ; a phase of 
advancement along educational lines ; a protest against and remedy for 
the insufficiency, errors and fallacies of the institution plan of dealing 
with and educating the deaf. It is an intelligent, sympathetic adapta- 
tion to mother love, divine purpose and natural law in the family, 
society and the community ; an altruistic expression of broader and 
better human relations, intercourse and interests as opposed to the nar- 
rowness and selfishness of institutionalism. It is an integral part of 
the public school system, in harmony with the spirit and purpose of 
free institutions in the development of human capabilities and character. 
It is a practical exponent of the principles of the Divine Teacher who 
caused the dumb to speak, opened the eyes of the blind, healed the sick 
and gave himself for the healing of the nations, and the salvation of 
men. 

Object Lesson. — The Wisconsin System of oral public day schools 
for the deaf, in cities and villages at or near the homes of the deaf, has 
made Wisconsin an object lesson for other states and countries, benefi- 
cently influencing and affecting the entire public educational system. 
Its development tends to ameliorate, improve and elevate all classes of 
unfortunates, defectives, abnormals and degenerates, and to lessen the 
heavy and unhappy burdens of individuals, families, society and the 
state. 

Origin. — The Wisconsin System of Public Day Schools for the 
Deaf, sprang from a class of four deaf children formed by Professor 

3 



PUBLIC DAY SCHOOLS FOR THE DEAF. 



Adam Stettner in 1878 in a private residence on National Avenue, Mil- 
waukee. The instruction was given in the German language by the 
pure oral method and without signs or finger spelling. This little 
school came under the fostering care of a few benevolent German- 
American citizens, who gave it financial and moral support. It in- 
creased in numbers and interest as a day and boarding school until it 
had an enrollment of seventeen pupils with two teachers and a matron. 
The teachers were Prof. Stettner and daughter Mary, and the matron 
was Mrs. Stettner. 

The Wisconsin Phonological Institute. — Ac- 
tuated by philanthropic motives, benevolent citizens 
of Milwaukee, of whom Peter L. Dohman, and Carl 
Trieschmann were leaders, in 1879 organized and 
incorporated the Wisconsin Phonological Institute 
to promote the pure oral or German method of edu- 
cating the deaf. For a time the proceedings and 
records of the Institute were in the German lan- 
guage. Being desirous, however, of enlisting the 
co-operation of Anglo-Americans and others, the 
English language was later adopted. Guido Pfister 
was the first president. He was succeeded by Mr. 
Bernhard Stern, whose intelligent, energetic and able 
efforts greatly advanced the objects of the institute 
and encouraged the school. In 1880 at the solici- 
tation of President Stern, the writer was chosen 
his successor and has continued in office to the pres- 
ent time, a period of twenty-five years. The In- 
stitute increased its membership and revenues and 
added a woman's auxiliary society, composed mostly 
of German-American mothers, who gave their sup- 
port to the cause, and have continued their interest 
in the deaf school and its children and families with 
motherly care and sympathy. 

Principle and Policy. — The principle and pol- 
icy of the pure oral method and day schools for the 
deaf, which the Wisconsin Phonological Institute 
promotes, are to so deal with, train and educate 
the deaf that they shall be as nearly as possible like hearing people. 
To accomplish this the deaf must be treated and talked to as hear- 
ing persons are treated and talked to from earliest infancy throughout 





PUBLIC DAY SCHOOLS FOR THE DEAF 



life; kept in the same environments and in constant association with 
hearing people and given equal training and- advantages. 

This is the aim, the high ideal and the ultimate end of the Wiscon- 
sin System of Public Day Schools for the Deaf, toward which the system 
is progressing and in behalf of which it appeals to the people and to the 
state, whose intelligent, sympathetic support it claims and confidently 
expects in advancing every interest, material, intellectual and social. 

Decrease of Deafness. — By persistently adhering to and carrying 
out this principle and policy in close touch and relations with the homes 
and families of the deaf, through instruction from trained teachers, and 
by friends and society, causes of deafness in children and adults may 
be guarded against and decreased, the senses be better preserved and 
trained and the handicap of deafness and similar disabilities minimized. 

No other system so far devised and now known can or will so near- 
ly reach its aims and ideals or render such priceless service to the un- 
fortunate as will be rendered by the oral day school system. 

Milwaukee School Board. — About 1882 the Milwaukee School 
Board, by its president, Joshua Stark, at the instance of the Phonologi- 
cal Institute, framed and introduced a bill in the legislature, authorizing 
the establishment of a public day school for the deaf, in Milwaukee, 
with annual state aid of one hundred dollars for each pupil instructed 
therein, which failed to pass. A similar bill was introduced at the 
next session, so amended as to include incorporated cities and villages, 
which was also defeated. 

National Educational Association. — In 1884 the 
National Educational Association held its annual 
meeting at Madison. The department for education 
of the deaf was addressed by Alexander Graham 
Bell, the inventor of the telephone, who had been a 
teacher of the deaf, and who discovered the speak- 
ing telephone while trying to invent something to 
assist in giving instruction to the deaf. The tele- 
phone was brought to public notice at the Philadel- 
phia exposition in 1876 under romantic circum- 
stances. A young deaf lady, then one of his pupils, 
and who later became his wife, persuades Professor 
Bell to leave his deaf class in Boston long enough 
to go to Philadelphia and explain the merits of his invention to the 
Centennial Exposition Committee. This made his fortune, and has 
given him world-wide fame. Dr. Bell has greatly promoted the wel- 




PUBLIC DAY SCHOOLS FOR THE DEAF. 



fare of the deaf and marvelously extended the capabilities of the human 
voice. He is one of the noblest benefactors of the age and the world, 
one to whom Wisconsin owes a lasting debt of gratitude for dis- 
tinguished services to her educational interests. 

Dr. Bell's Advocacy and Support. — Dr. Bell's deep interest in 
the deaf attracted his attention to the objects and efforts of the Wiscon- 
sin Phonological Institute, and to the bill for public day schools for the 
deaf. In his address before the teachers of the deaf at the Madison 
meeting of the N. E. A. in 1884 Dr. Bell spoke in favor of the measure 
for public day schools and the oral method of educating the deaf, ad- 
vocated and promoted by the Phonological Institute. During the ad- 
dress Governor Rusk, seated on the platform, gave close attention, and 
was evidently deeply impressed by Dr. Bell's views and treatment of 

the subject. 

Governor Rusk's Message. — In his next an- 
nual message to the legislature, Governor Rusk 
called attention to the need of further provisions 
for the education of the deaf in Wisconsin, some of 
whom were growing up in ignorance, through neg- 
lect and because of inadequate means of education. 
Legislative Action. — At that session of the leg- 
islature, the bill for aiding public day schools for 
the deaf in cities and villages by a state appropria- 
tion was again introduced, and Governor Rusk 
joined the committees in extending an invitation to 
Dr. Bell to come to Madison and present his views 
respecting the merits of the bill. Dr. Bell promptly 
accepted the invitation and came from his home in 
Washington, at his own expense, through the storms and blizzards of 
the severe winter, and spent two weeks at Madison before the commit- 
tees, and in addressing the legislature and the public on deafmuteism 
and the methods of dealing with and educating the deaf. On leaving 
Madison, he placed in the hands of the members of the legislature an 
open letter setting forth his views respecting the bill in its various 
features and relations. That letter embodies unanswerable arguments 
in favor of the Wisconsin System of Public Day Schools and the oral 
method for instructing and training the deaf, as opposed to institution 
methods of dealing with and educating these unfortunates. 

Dr. Bell's Letter to the Legislature. — In his open letter to the 
legislature Dr. Bell says : "The moment that my attention was directed 
to the bill now under consideration I recognized the fact that a new 




PUBLIC DAY SCHOOLS FOR THE DEAF. 

phase of legislation for the benefit of the deaf and dumb had been 
reached, of vast importance to the deaf and to society. The bill rep- 
resents the first attempt that has been made in the United States to 
embody in the form of a law a principle of dealing with the deaf and 
dumb that has long been seen to be advisable from a theoretical point 
of view; and the example of Wisconsin will undoubtedly speedily be 
followed by other states. The principle involved may be tersely de- 
scribed as the policy of decentralisation, the policy of keeping deaf- 
mutes separated from one another as much as possible during the 
period of education, and in contact as much as possible with hearing 
and speaking children of their own age. The difficulty hitherto has 
been how to accomplish this. The proposed bill promises a partial 
solution of the problem, and is an important step in advance." 

"When the subject of the education of the deaf first engaged the 
attention of the legislature, the state was thinly populated and deaf- 
mutes were few in number. They were so scattered throughout the 
state that the only practicable method of reaching them appeared to be 
to collect them together into one school. This policy of segregation 
had also up to that time been uniformly adopted by older states. In 
pursuance of this policy it became necessary to remove the children 
from their homes in order to instruct them, and this forced the state to 
assume the cost of support as well as tuition." 

Dr. Bell concludes his open letter as follows : 

"In the above argument I have attempted to show : 

"i. That the operation of the bill is calculated to bring under 
instruction a larger number of the uneducated deaf children of the 
state than would be possible on the institution plan. 

"2. That their instruction may be commenced at an earlier age 
than has heretofore been practicable. 

"3. That by her constitution Wisconsin is pleged to offer the ben- 
efits of education to all her children between the ages of four and 
twenty years, and that in case of the deaf she cannot fulfill this obliga- 
tion, except upon some such plan as that provided for in the bill. 

"4. That the conditions created by the bill are eminently favorable 
to the cultivation of speech and speech reading, and 

"5. That the conditions are also favorable to the growth of im- 
provements in the methods of instruction." 

"Formation of a Deaf Mute Variety of the Human Race."— In 
1883 Dr. Bell presented to the National Academy of Sciences a paper 
entitled "Formation of a Deaf-Mute Variety of the Human Race'/ in 



PUBLIC DAY SCHOOLS FOR THE DEAF. 



which he proves, that by heredity, environment, and segregating the 
deaf in institutions, and by teaching them a language different from 
the people, the congenitally deaf inter-marry, and produce deaf off- 
spring, thereby forming a deaf and dumb variety of the human race. 
He shows that by this policy and these causes congenitally deaf and 
dumb have increased more rapidly than any other defective class. In 
the Wisconsin System of Public Day Schools and the oral method for 
the deaf Dr. Bell finds the most practical remedy for these sad results 
of the institution method of dealing with and educating the deaf. Dr. 
Bell holds that the best school for a deaf child is one in which he never 
sees another deaf person. He pronounces the Wisconsin system of 
small public day schools by the oral method, scattered throughout the 
state, in cities and villages, convenient to the homes of deaf children, the 
most important movement of the century for the benefit of the deaf. 

Dr. Bell's Tour of Inspection. — In the spring of 1898 Dr. Bell vis- 
ited Wisconsin, to inspect schools for the deaf at Milwaukee, Sheboy- 
gan, Manitowoc, Fond du Lac, Oshkosh, Marinette, Wausau, Eau 
Claire and La Crosse, which were the only schools that had then been 
opened. At these places he addressed the people on this method of im- 
proving the condition of the deaf; its influence upon teachers and 
schools for the hearing; upon the families and homes of the deaf, and 
upon society. Throughout his tour he was honored with public ova- 
tions and receptions. At several places he assisted in organizing asso- 
ciations of parents and friends of the deaf auxiliary 
to the day schools for the deaf. He conferred with 
educators, philanthropists, school officials and legis- 
lators, and at Madison addressed students and mem- 
bers of the faculty of the University of Wisconsin. 
His tour ©f inspection ended at Milwaukee, where 
he spoke as follows at the State Normal School : 

''Wisconsin Has Startled America." — " Wis- 
consin has startled America with her progress re- 
lating to the education of the deaf and it now be- 
comes the duty of all the prominent instructors of the 
deaf to come and see what you are doing. Other 
states are beginning to follow your lead. Wiscon- 
sin to-day represents the most progressive movement 
in the education of the deaf that has appeared in this country. It is 
therefore with very great interest that I have come to Wisconsin to see 
with my own eyes the practical results of the Wisconsin system of edu- 

8 




PUBLIC DAY SCHOOLS FOR THE DEAF. 

eating the deaf. I cannot express to this audience what pleasure I have 
had in my visit to your Milwaukee day school. You are doing good 
work there. It is delightful to see little children who would otherwise 
be dumb, talking, if not so well as other children, still so that their 
friends and relatives may understand them at home, and they can 
understand, by watching the mouth, what people say to them. It is a 
great achievement that you have here ; but it is with great pain and 
regret that I notice the absence of the prime mover in this great work. 
The name of Paul Binner will be handed down in the annals of the day 
as one of the great benefactors of the deaf. I can see that it is very 
largely due to his genius and labors that the Wisconsin system has 
grown to the extent that it has and that the methods of teaching are 
so perfect." 

Part of the Public School System. — ■ Wisconsin day schools for 
the deaf are an integral part of the public school system, of which they 
are an essential factor, giving greater completeness to its organization, 
agencies, influences, forces and results. 

The right of the people to these small public day schools throughout 
the state, convenient to the homes of deaf children is as vital and sacred 
as their right to public schools for hearing children. In no other way 
can the state so well provide for the education and training of deaf 
children for the duties of life in hearing communities, as by small day 
schools conducted by trained oral teachers, devoted to giving the deaf 
the power of speech and educating them by spoken and written lan- 
guage as well as by observation and daily association and experience 
among hearing people with the same environments that hearing chil- 
dren enjoy, and with whom they are to associate in the relations and 
intercourse of adult life. 

These schools are under the same management and supervision as 
the other public schools of which the State Superintendent is the official 
head, clothed with powers of which he cannot be divested. 

Economy.— The saving of cost to the state from the beginning of 
the day schools in 1885 to 1905, twenty years, as compared with the 
cost of educating the same number of deaf pupils at the institution is in 
round numbers not less than $350,000, and the results are believed to 
be in every other respect superior. 

Mother School. — The Milwaukee school is the mother of the Wis- 
consin system of public day schools for the deaf. It is a full graded 
public school with a kindergarten and has the same course of study and 
training, including manual training, domestic science and physical 



PUBLIC DAY SCHOOLS FOR THE DEAF. 

culture with opportunities for learning various trades in the city. But 
in the school for the deaf more time is required, because more atten- 
tion to the development of language is necessary. 

Normal Department. — A. department for the normal training of 
oral teachers of the deaf has from the first formed an important feat- 
ure of the Milwaukee school, which is used for observation and 
practice by normal students who become teachers in the Wisconsin day 
schools and elsewhere, exerting a strong and wide influence. Through 
this agency the day schools for the deaf pedagogically occupy the high- 
est rank in the state. 

Model School and Normal Training.— The Milwaukee school was 
founded by the Phonological Institute as a model school to illustrate the 
oral method and for the normal training of oral teachers. At its head 
was the revered and immortal Paul Binner. When 
in 1885 the legislature passed the law for day 
schools the Phonological Institute pledged itself for 
a reasonable time and at its own expense to supply 
the schools with trained oral teachers. This it did 
for nearly ten years, since which the normal depart- 
ment of the Milwaukee school has been carried on by 
the school board, (without additional expense to the 
state) under Miss Wettstein, niece of Paul Binner, 
by whom she was trained and with whom she taught. 
As the successor of her illustrious uncle, Miss Wett- 
stein has shown great energy, devotion and ability, 
reflecting honor upon her sex by rendering dis- 
tinguished service to the cause and to the state. 

State Inspector of Schools for Deaf. — In 190 1 the legislature au- 
thoried the state superintendent to appoint an inspector of schools for 
the deaf. Supt. Harvey appointed Prof. W. D. Parker and made it his 
special duty to impartially investigate and report on methods of edu- 
cating the deaf. His report is a valuable contribution to the literature 
on the subject. 

Need of State Supervision.— The Phonological Institute had long 
seen and felt the need of a competent state supervisor of schools for the 
deaf to build up the system, and was instrumental in securing this 
necessary legislation. For this position it recommended the present 
inspector, Miss Anna E. SchafTer, believing that she combined more 
than any other available person desirable qualifications for the office. 




10 



PUBLIC DAY SCHOOLS FOR THE DEAF. 

State Institution and Public Day Schools for Deaf.— Wisconsin 
provides two means of educating the deaf, both of which are free to 
deaf-mute residents of the state. But they differ greatly from one 
another in certain important features. 

In 1852 the state founded at Delavan, Walworth County, an insti- 
tution for the education of the deaf which has proved an inestimable 
blessing. The methods of teaching combine pantomime, natural signs, 
conventional signs, manual alphabet or finger spelling, the oral method, 
and writing. English branches, manual training, domestic science and 
trades and art are taught. The institution ranks high among its class. 
The objections urged against it are to the system which violates home 
ties, affections and associations ; places deaf children in unnatural and 
unfavorable environments, tending to institutionalize them and to in- 
crease the number of congenitally deaf to their social and economic 
detriment, and that it is more expensive to the state than are the day 
schools. The State Institution is representative of the wrong principle 
and policy of centralization, the segregation of the deaf, in opposition 
to the principle and policy of decentralization and separation of the deaf 
as represented by the day schools. 

Day Schools. — The Wisconsin system of public day schools for the 
deaf is founded upon the broad principle and policy of public schools 
for hearing children. They conserve family ties and home life and 
utilize the invaluable advantages and influences of freer association in 
the hearing community upon which the development of speech, ability 
and character depend. During the twenty years that the day schools 
have been in operation they have increased to twenty scattered over the 
state. Four of these are closed because the pupils have finished or 
gone away, and there are fortunately no more deaf children in the 
neighborhood to be instructed. In the sixteen existing schools there is 
an enrollment of 260 pupils with 36 teachers. 

Growth of Day Schools.— When the public day schools for the deaf 
began in 1885 with eleven pupils at Milwaukee the State Institution 
had an enrollment of 220, which has since varied from about 180 to 
200. The day schools, now ascendant over the State Institution, are 
increasing in numbers, attendance, popularity and influence. 

Changing the Institution to a Normal School. — Indications are 
that in the not distant future changes in the State Institution will be- 
come necessary to meet new conditions and demands. Foreseeing this, 
a bill was introduced in the last legislature authorizing the transfer of 
the State Institution for the Deaf from the supervision of the State 



PUBLIC DAY SCHOOLS FOR THE DEAF. 

Board of Control to the management of the Board of Regents of Nor 
mal Schools, with power to purchase additional lands for the normal 
training of teachers of agriculture, industrial arts, manual training 
and other branches and to supply the public school system of the state 
with specially trained industrial teachers. The bill provided that the 
Board of Normal Regents should maintain in the Delavan school suit- 
able facilities for the education and training of the deaf, and for such 
other special instruction as they might deem best. 

The Future of Day Schools and the Institution.— It is evident 
that the growth and expansion of the day schools may be made to so 
fully provide for the educational needs of the deaf that the institution 
will be unnecessary except possibly for the higher education of some 
few graduates from day schools and for a few deaf children who may 
oe unable to attend the day schools. Graduates from the day schools 
for the deaf may, however, better attend high schools with hearing 
pupils and then, if they desire, may enter the university. 

Normal Training of Industrial Teachers.— The plant and location 
of the institution at Delavan may be advantageously used in developing 
a system of industrial education for the entire public school system of 
the state, by providing for the normal training of teachers of agricul- 
ture, domestic economy, industrial arts, manual training and kindred 
lines which are constantly growing into and becoming more and more 
a part of the public school work. Indeed much of the work in this 
school might be affiliated with and made auxiliary to the manual train- 
ing, domestic science and agricultural instruction now offered in the 
State University. 

Graduates from the day schools for the deaf might then finish their 
education in the industrial normal school at Delavan, enjoying the ad- 
vantages of association with intelligent hearing young people, who are 
preparing for the teaching profession. The boarding department for 
the deaf might be reduced to a minimum, saving expense and trouble 
to the state and making the deaf more self-supporting and independent. 

Harmonious Co-ordination. — By these means the State Institution 
may be harmoniously and efficiently co-ordinated with the day schools 
for the deaf and with the entire educational system of the state, unify- 
ing and strengthening the whole along lines of greatest utility and 
economy, in promoting educational progress, throughout the state and 
the nation. In these directions progress is strongly tending. 

Opportunity for a Man.— The growth and progress of the Wis- 
consin system of public day schools for the deaf and the demands and 

12 



PUBLIC DAY SCHOOLS FOR THE DEAF. 

character of the work devolving upon the Delavan Institution in the 
future will require as its head and director a man of unselfish instincts 
who is in entire harmony with all the phases of educational movement 
and progress in the state; a man of broad attainments, sound scholar- 
ship, and high ideals ; a man who can inspire those with whom he comes 
in contact, and whose influence for better and higher manhood and 
womanhood shall spread throughout our commonwealth and shall touch 
all with feelings of sympathy and helpfulness. Such a man will 
Providence raise up that he may be rewarded and honored as a public 
benefactor. 

When the Story Is Written. — When the story of the Wisconsin 
system of public day schools for the deaf shall be written, it will stir 
the minds and hearts of the people as nothing else in the educational 
progress and history of the state has stirred them. It will show as 
noble a band of teachers as has ever lived and labored for the afflicted 
and unfortunate, devoting themselves to this beneficent cause for which 
the state owes them a debt of gratitude. It will record innumerable 
interesting facts and touching incidents, throwing the blessed light of 
joy and hope over stricken families and homes by restoring the deaf 
more nearly to equality with hearing and speaking people. 

Benefits of Change.— The changes which the Wisconsin system of 
public day schools for the deaf is producing will favorably affect the 
entire state ; but no part of it more directly and materially than the 
home of the present state institution and the entire southern section 
of the state, by preparing the way for building up there a state normal 
school of varied purposes and of the most progressive and practical 
character on a broad basis along industrial lines and of which the cit- 
izenship of the entire state may well be proud. 

Deaf May Attend Universities.- Helen Keller, who is both blind 
and deaf, and several other orally taught deaf, have recently graduated 
from eastern universities, thus giving the highest encouragement to the 
deaf and the oral method of their education in day schools or indi- 
vidually by being separated from other deaf persons during the period 
of their education. 

Gallaudet National College.— At Kendall Green, Washington, D. 
C, is the Gallaudet National College for the Deaf, founded and sup- 
ported by the national government. It is open and free for the higher 
education of the deaf of the United States, and is the only institution 
of the kind in the world. Its president, Dr. Edward M. Gallaudet, is 
the son of Dr. Thomas Gallaudet of revered memory, the founder and 



PUBLIC DAY SCHOOLS FOR THE DEAF. 

long at the head of the American Institution for the Deaf, at Hart- 
ford, Connecticut, opened in 1817, which was the first school of the 
kind established in America. The state institutions for the deaf are 
mostly modeled after the American institute, which introduced and 
spread the French sign or manual method in America, which is now 
being superseded by the German or oral method. 

Students of Gallaudet College are mostly graduates of the state 
institutions in which their education has been mainly by the sign and 
manual method and by which they are also largely taught in Gallaudet 
College, where comparatively little use is made of spoken language 
in teaching. On this ground and because of the constant association 
of the deaf with the deaf the orally educated deaf do not find it to 
their advantage to finish their education at Gallaudet National College 
for the Deaf. This condition will, doubtless, materially affect the 
future of Gallaudet College as the oral day schools for deaf develop. 

Worthy Objects. — These worthy objects of the Wisconsin system 
of public day schools for the deaf appeal to the intelligence, pride, patri- 
otism and humanity of the people, all educators, statesmen, legislators, 
philanthropists and the press, as well as to the workers and producers 
of the state and nation upon which the prosperity, progress and the 
happiness of the people depend. It is confidently believed that these 
inevitable changes will ultimately solve important problems of far- 
reaching significance and value, not only to Wisconsin, but to other 
states and countries following our example, and to the general interests 
of education for all coming time. 




^A^^ts^^ 



Milwaukee, Wis., December 20, 1905. 



PUBLIC DAY SCHOOLS FOR THE DEAF. 



HOW TO OBTAIN INFORMATION 



Schools for the Deaf 

For information about schools for the deaf apply to the State Super- 
intendent of Public Instruction ; or to the State Inspector of Schools 
for Deaf, Madison, Wis. ; or to any city or county superintendent of 
schools. 

Permission to Open Day Schools for Deaf 

Permission to open public day schools for the deaf with state aid 
may be obtained on application to the State Superintendent, Madison, 
Wis., by the school board of any incorporated city or village. 



Admission to Normal Department 

Application for admision to the normal department for oral teach- 
ers of the deaf may be made to the Superintendent of Schools, Milwau- 
kee, Wis. 

Language Lessons and Binner Charts 

Miss Wettstein's Language Lessons and Binner Charts of Vocal 
Gymnastics for the oral training of the deaf may be obtained from the 
Department of Education, Madison, Wis. 

Information Relating to the Deaf 

Apply to- Volta Bureau, Washington, D. C, for any desired infor- 
mation relating to the deaf. 

American Association 

For membership in the American Association to Promote the Teach- 
ing of Speech to the Deaf apply to Dr. F. W. Booth, Mount Airy, Penn. 

15 



APR 9 1906 




LIBRARY OF CONGRESS 



027 279 783 



